2015-16 INtopFORM Faculty Learning Community Survey

Q1: FLCs support my commitment to teaching

Q2: I have more enthusiasm for teaching because of my participation in the FLC.

Q3: FLCs support my aspiration to continuously improve my teaching.

Q4: FLCs demonstrate ETSU is commited to excellence in teaching.

Q5: I have adopted (or plan to adopt) at least one idea or teaching method learned in the FLC.

Q6: I have discussed teaching with at least one other INtopFORM faculty member outside of FLC meeting times.

Q7: I have discussed ideas learned in my FLC with at least one faculty member who is not participating in INtopFORM.

Q8: I have learned more about assessment for INtopFORM learning outcomes through my participation in the FLC.

Collaborative fun discussions Q9: What did you enjoy most about participating in the faculty learning community? Collaborative fun discussions The group’s sharing/diverse perspectives to strategies for teaching/connection to those from other programs and departments. Sharing the exercises The continuous learning environment. My mind has been blown as I continued to learn how to teach and even self-interpret the INtopFORM learning outcomes. I enjoyed the interdisciplinary connections and exchanging of ideas and teaching strategies.

Being able to ask questions and get feedback from others. Q9: What did you enjoy most about participating in the faculty learning community? (cont.) Hearing from faculty in different disciplines, learning how incredible our ETSU faculty are – Wow! What talent, passion, and creativity! Monthly meetings and discussions. Rich dialogue brought by each member of the group. Sharing teaching pedagogy/assignments form faculty. Amy’s active learning is very effective. Being able to ask questions and get feedback from others. Exposure to assessment methods used on main campus

Learning what others are doing outside my discipline Q9: What did you enjoy most about participating in the faculty learning community? (cont.) Exchange of ideas – perspectives from other disciplines & ideas for implementation Learning what others are doing outside my discipline Getting teaching ideas from other faculty. The learning community itself because it brought so many different perspectives together. I gained a new perspective on teaching questioning to my students. I enjoyed getting feedback and having those discussions (most specific to questioning and understanding). Meetings were time efficient.

The exchange of ideas between faculty. Q9: What did you enjoy most about participating in the faculty learning community? (cont.) Learning what other faculty are doing in the classroom across disciplines. It is great to see how the same learning objectives can be applied to various disciplines. This also presents and opportunity for interdisciplinary learning and teaching. The exchange of ideas between faculty. The ideas I get from hearing what others are doing Meeting and networking with faculty and learning new teaching methods. Hearing other ideas, techniques, doing some of the exercises.

Q10: What features of the FLC would you like to change? Frequency of meetings should decrease I would like to meet more often! Probably difficult to do with workload. Perhaps have an online component to keep learning from each other in-between sessions. I really liked discussing exercises. There is more opportunity than time to develop. What I mean is that there are so many good learning opportunities and not enough time or mental capacity to implement them all. I feel like I have only been able to take a few nibbles at a very sumptuous feast! I would have liked more time to be in the FLCs and more time to devote to them.

Q10: What features of the FLC would you like to change? (cont) None that come to mind. Loved it! Nothing Groups should convene in locations near each member of the group. Allowing members to see technology and resources available at other colleges. So much – the strategies, reading material (can’t think of all now) The meetings were not as “open” to discussion as I thought they would be. At times it felt more like busy work and being “taught” at rather than a useful discussion. Granted, some of that may have been necessary to move discussions toward INtopFORM initiatives. Mostly, I thought we were going to address major issues together rather than have a prescribed discussion/activity.

Q10: What features of the FLC would you like to change? (cont.) I would probably make faculty status a requirement for participation. It was interesting, but difficult to use/incorporate for someone who doesn’t teach. None really Nothing! Not sure – seems fine. I would leave it as is. Well done

Q10: What features of the FLC would you like to change? (cont.) Add an exercise where faculty from different disciplines discuss how they can collaborate on an assignment/project. Interdisciplinary learning approach. Make it a 2-year fellowship. Its scheduling – hard to make all the Friday times.

Q11: Additional Comments: Great Job! We - who completed these programs should work together to design and implement a broader program across the university for all instructors. Allotting time for teams to create a cross-disciplinary assignment. Will miss this. Thanks for all the support and resources! You guys are an asset to ETSU. Amy is great!

Q11: Additional Comments (cont.): Thank you! I have thoroughly enjoyed our FLC group and the learning activities. Very worthwhile and I will encourage other faculty to enroll/apply for the summer sessions as fellows. Wish I had this opportunity 20 years ago. This should be mandatory for new faculty in their first year. I have enjoyed my time and learned so much. Good Facilitators! Thanks! & thanks for coming to see our process for evaluating seniors. INtopFORM gave me plenty of ideas – some of which I have already implemented in teaching strategies – and some that I will.

Q11: Additional Comments (cont.): Thanks for doing all this – it has been really helpful to me. Thank you, Amy, for inviting me to join this learning community. I really enjoyed everyone. This was a wonderful experience. It revitalized my interest in teaching. It gave me perspective on students’ learning.